Presentation by Mirjam Hauck at our symposium at AILA in Beijing for the Research Network on CALL and the Learner (www.callandthelearner.info)

1. Promoting teachers' and learners' multi-literacy skills development through cross-institutional exchanges AILA 2011 Harmony in diversity: language, culture, society Symposium: CALL and the Learner Mirjam Hauck, Faculty of Education and Language Studies

3. multimodal communicative competence “ the ability to understand the combined potential of various modes for making meaning” (Royce 2002)

4. closing the circle New London Group 2000 multimodal communicative competence multiliteracy learner and teacher autonomy

5. many modes for making meaning

6. a new kind of literacy “ a set of abilities and skills where aural, visual, and digital literacy overlap,” including “the ability to understand and use the power of images and sounds, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms” (New Media Consortium 2005)

7. an “orchestration of meaning”

8. But ... “ we cannot expect learners to be competent users of the new media […] aware of their affordances and how to use them constructively” (Hampel 2006)

9. new challenges for learners and teachers critical use of modes affective demands intercultural differences (Hauck & Hampel 2006)

10. pyramid of skills (Hampel & Stickler 2005)

11. participants

12. project design - a combination of pedagogical and technical training (Hubbard & Levy 2006; Hampel 2009) - online tutoring skills and e-literacy skills development (Hampel & Hauck 2006) - experiential modeling (Hoven 2006)

13. experiental modeling (Hoven 2006) participants were discovering modes available online and their impact on meaning making and communication by engaging in hands-on analysis of web resources and social networking tools

14. case study 1 Task 1: - identification of modes involved in making up a multimodal environment - consideration of the meaning making and communication possibilities they offer the learner

16. data collection and analysis ethnography case study action research

18. ICT competence, specific technical competence for the software, dealing with constraints and possibilities of the medium: forum “ you took a much wider view of a forum than I had considered by considering forums that are available to all or to bigger groups. At the OU we work on forums and they are usually restricted either to a small tutor group, a group of tutors or a course which makes it a much different experience (…). On the forums we use you can add pictures to your texts which also adds a different dimension.” "to choose amongst the vast array of materials available online [...] is different in scope, if not in quality, from the ability to choose the right exercise or the right text book" (Megan) (Hampel & Stickler 2005 )

19. dealing with constraints and possibilities of the medium “ As forum is based on writing I think that visual modes of communication such as pictures would facilitate the points. We can send them via e-mail to chosen forum participants or post as links.” “ (…) multi-modal literacy is not required for students to use forums. Forums for the most part involve writing as the form of communication. Even if there were multi-modal formats, the understanding of how they interact with each other is not necessary. What is important is the content.“ (Malgorzata ) ( other )

22. Thank you! with Carolin Fuchs Andreas Müller-Hartmann and Gosia Kurek Funded by CREET - the Centre for Research in Education and Educational Technology at the Open University/U K